Tools for structured assessment activities

Transcription

1 Tools for structured assessment activities In cases where you are constructing a structured/simulated assessment activity to test competency you will need to develop a range of assessment tools, which could include: The scenario The scenario can be a simple card outlining the scenario to the candidate, any other participants, and the assessor. The scenario has been developed to assess how effectively a worker can promote flexible work-practices to an employer, as required in the Unit CHCCDP5011A: Liaise with employers to provide flexible work practices. Figure 7: Scenario description (example) The scenario Descriptor for the career development practitioner (the candidate) A young woman whose career development you have been supporting over the last three months has advised that she intends to tender her resignation because she is unable to work the 9 5 hours that are established by company policy. She loves her work and does not wish to leave the company, but she can no longer work her 37.5 hours within those times. You have set up a meeting with the HR Director, to recommend the adoption of more flexible work place practices. You are required to persuade the director of the advantages of such a change. You have only recently joined the company yourself and the career development role is a new role. Scripts for people involved in the scenario/role-play You will need to provide scripts for any participants who help to create the situation. The script below has been developed for a key actor in your structured activity designed to assess how effectively a worker can promote flexible work-practices to an employer, as required in the Unit CHCCDP5011A: Liaise with employers to provide flexible work practices. 20

2 Figure 8: Script for scenario participant (example) Script for the HR Director You advocated for the appointment of a career development practitioner to the company, against the wishes of some of your fellow executive team members. The company has a long tradition of working between the hours of 9-5 and you believe there is little appetite for change. You have agreed to meet with the career development practitioner to discuss flexible working hours, but have given the matter little consideration. You have seen little evidence to date of the need for change, but are willing to listen carefully and if the arguments are compelling to take the matter forward for consideration by the Executive. Instructions for the candidate In addition to the information that should be provided to candidates facing any assessment task, candidates should be advised about what is being assessed through the dramatisation. If you plan to use any recording instruments, such as videos or tape recorders, your instructions should include this information, so that candidates are prepared for this so that they can be as relaxed as possible during the assessment. A work place simulation The following Guidelines for workplace simulation may help the assessor decide if this is an appropriate assessment method. This is followed by an example, which includes the instructions/procedures for an 21

3 Figure 9: Guidelines for workplace simulation Before making a decision to use simulation, consider: as logbooks, portfolios or work placements Preparing the assessment event local enterprises that may provide access to a workplace or equipment, authentic workplace documents or advice on how to create a realistic simulated environment opportunities for assessing whole work tasks or clusters of competencies. Where appropriate include opportunities to assess relevant generic competencies such as teamwork, communication, occupational health and safety and leadership required to deal with the pressures of telephones, time constraints and interruptions to workflow in a real work setting accuracy of the assessment approach Preparing the physical location and equipment Preparing the candidate(s) of the event. 22

4 Conducting the assessment and help candidates develop reflective skills. Adapted from Guide 10: Quality Assurance Guide for Assessment, Appendix N, Pages 7 8 DETYA 2001.Hard copy: Guide 10, Pages Figure 10: Assessor instructions for hazardous spill response simulation (example) Hazardous spill response simulation Unit of competency This activity is based on the following elements from the Unit of Competency PRMWM11B Respond to waste emergency from the Certificate III in Waste Management Scenario Working in a team situation, candidates are to demonstrate safe procedures for cleaning up a small Instructions to the assessor Location: This exercise is to be carried out in a contained area designated for the simulation and with all safety equipment and facilities provided. This includes a shower designed for washing contaminants into a sealed drainage point. Resources required: 1 Spill response kit 1 Containment device such as booms 1 20 litre drum about half full of water (contents labelled as a detergent) litre drum (unmarked, for clean up waste container) 1 Drain cover 1 Absorbent material 1 MSDS for the particular detergent 1 Marker pen 2 Sets of appropriate personal protection equipment (PPE) (face shield, rubber boots, gloves, apron). 23

5 Procedure to follow: 1. Explain the purpose of the simulation and remind candidates of the assessment criteria. 2. Outline the scenario to the candidates. 3. Instruct the clean up crew to put on the appropriate PPE. 4. When ready, spill the detergent by tipping the drum on its side and removing the small screw-on lid. 5. Start with the first two steps of the procedure: What to do... and Initial action Use the checklist for Correct procedure. Figure 11: Checklist for simulation: hazardous spill response (example) Candidate name: Assessor name: Elements/unit(s) of competency: PRMWM11B Respond to waste emergency Name of workplace: Date of assessment: During the simulations, did the candidate: Yes/No next steps? contaminant? The candidate s performance was: Not Satisfactory Satisfactory Feedback to candidate: Candidate s signature: Assessor s signature: Adapted from Guide 1: Training Package Assessment Materials Kit, Chapter 5, Page 51 DETYA